UNIT 2: ASSESSMENT AND PLANNING

Assessment of teacher

ESSENTIAL QUALITIES OF A TEACHER

A great teacher is one a student remembers and cherishes forever. Teachers have long-
lasting impacts on the lives of their students, and the greatest teachers inspire students
toward greatness. To be successful, a great teacher must have:

1. An Engaging Personality and Teaching Style

 A great teacher is very engaging and holds the attention of students in all
discussions.

2. Clear Objectives for Lessons

 A great teacher establishes clear objectives for each lesson and works to meet those
specific objectives during each class.

3. Effective Discipline Skills

 A great teacher has effective discipline skills and can promote positive behaviors and
change in the classroom.

4. Good Classroom Management Skills

 A great teacher has good classroom management skills and can ensure good student
behavior, effective study and work habits, and an overall sense of respect in the classroom.

5. Good Communication with Parents

 A great teacher maintains open communication with parents and keeps them informed of
what is going on in the classroom as far as curriculum, discipline, and other issues. They
make themselves available for phone calls, meetings, and email.

6. High Expectations
 A great teacher has high expectations of their students and encourages everyone to always
work at their best level.

7. Knowledge of Curriculum and Standards

 A great teacher has a thorough knowledge of the school's curriculum and other standards
they must uphold in the classroom. They ensure their teaching meets those standards.

8. Knowledge of Subject Matter

 This may seem obvious but is sometimes overlooked.
 A great teacher has incredible knowledge of and enthusiasm for the subject matter they are
teaching. They are prepared to answer questions and keep the material interesting for the
students.

9. Passion for Children and Teaching

 A great teacher is passionate about teaching and working with children. They are excited
about influencing students' lives and understand the impact they have.

10. Strong Rapport with Students

 A great teacher develops a strong rapport with students and establishes trusting
relationships.

TEACHING STYLES-FORMAL AUTHORITY, DEMONSTRATOR,

FACILITATOR, DELEGATOR

Fig.2.1Teaching styles
 Formal Authority :
 Teachers who have a formal authority teaching style tend to focus on content. This style is
generally teacher-centered, where the teacher feels responsible for providing and
controlling the flow of the content, and the student is expected to receive the content.
 One type of statement made by an instructor with this teaching style is: "I am the flashlight
for my students, I illuminate the content and materials so that my students can see the
importance of the material and appreciate the discipline."
 Teachers with this teaching style are not as concerned with building relationships with their
students nor is it as important that their students form relationships with other students.
This type of teacher doesn't usually require much student participation in class. "Sage on
the stage" model.

 Demonstrator or Personal Model :

 Teachers who have a demonstrator or personal model teaching style tend to run teacher-
centered classes with an emphasis on demonstration and modeling.
 This type of teacher acts as a role model by demonstrating skills and processes and then as
a coach/guide in helping students develop and apply these skills and knowledge.
 A teacher with this type of teaching style might comment: "I show my students how to
properly do a task or work through a problem and then I'll help them master the task or
problem solution.
 It's important that my students can independently solve similar problems by using and
adapting demonstrated methods."
 Instructors with this teaching style are interested in encouraging student participation and
adapting their presentations to include various learning styles.
 Students are expected to take some responsibility for learning what they need to know and
for asking for help when they don't understand something.

 Facilitator:
Facilitator Who makes things easy.
Facilitation: The process of helping learners to learn from an activity.
 Teachers who have a facilitator model teaching style tend to focus on activities. This
teaching style emphasizes student-centered learning and there is much more responsibility
placed on the students to take the initiative for meeting the demands of various learning
tasks.
 This type of teaching style works best for students who are comfortable with independent
learning and who can actively participate and collaborate with other students.
 Teachers typically design group activities that necessitate active learning, student-to-
student collaboration, and problem-solving. This type of teacher will often try to design
learning situations and activities that require student processing and application of course
content in creative and original ways.

Roles of Facilitator:
 Coordinate and organize events
 Ensure everyone's participation
 Create a working environment
 Articulate the purpose
 Develop mutual respect
 Acts as a guide and listen
 Delegator

 Teachers who have a delegator teaching style tend to place much control and responsibility
for learning on individuals or groups of students.
 This type of teacher will often give students a choice in designing and implementing their
complex learning projects and will act in a consultative role.
 Students are often asked to work independently or in groups and must be able to maintain
motivation and focus for complex projects.
 Students working in this type of setting learn more than just course-specific topics as they
also must be able to effectively work in group situations and manage various
interpersonal roles.
 Assessment of learner
The nurse educator must be aware of what factors influence how well an individual learns
through Assessment of the learner
Assessment of the learner is the first and important step in the instructional design, but it is
also the step most likely to be neglected.

TYPES OF LEARNERS

Understanding different types of learners is crucial for designing effective teaching

strategies that cater to the diverse needs of students. Here are some types of learners
commonly recognized in nursing education:

1. Visual learners: These students grasp information best when presented with visual aids
such as diagrams, charts, and videos. In nursing education, visual learners may benefit
from instructional materials that include anatomical illustrations, and patient care
procedures demonstrated through videos and interactive multimedia resources.

2. Auditory learners: Auditory learners prefer to learn through listening and verbal
communication. In nursing education, they may excel in lectures, oral presentations, and
discussions. Providing recorded lectures, podcasts, and opportunities for verbal interaction
can enhance their learning experience.

3. Kinesthetic learners: Kinesthetic learners learn best through hands-on experiences and
physical activities. In nursing education, they may thrive during clinical rotations,
simulation exercises, and practical skill demonstrations. Incorporating hands-on learning
opportunities, such as role-playing scenarios and simulation labs, can help engage
kinesthetic learners.

4. Reflective learner: Reflective learners prefer to process information internally through

introspection and self-assessment. In nursing education, they may benefit from reflective
writing assignments, case studies, and opportunities for self-directed learning. Encouraging
journaling, critical thinking exercises, and debriefing sessions can support their learning
style.

5. Collaborative learners: Collaborative learners thrive in group settings and enjoy working
with peers to solve problems and share ideas. In nursing education, they may excel in
 team-based learning activities, group projects, and peer-to-peer teaching. Incorporating
group discussions, collaborative projects, and teamwork exercises into the curriculum can
engage collaborative learners.
6. Independent learners: Independent learners prefer to work autonomously and take
responsibility for their own learning. In nursing education, they may benefit from self-
paced study materials, online resources, and opportunities for independent research.
Providing access to comprehensive study guides, online modules, and self-assessment tools
can support independent learning.

DETERMINANTS OF LEARNING-LEARNING NEEDS, READINESS TO LEARN,

LEARNING STYLES

Determinants of learning-learning needs

Assessment of the learner includes attending to the three determinants of learning:
1. Learning Needs
(WHAT the learner needs to learn)
2. Readiness to Learn
(WHEN the learner is receptive to learning)
3. Learning Style
(HOW the learner best learns)

Assessing learning needs

• Assessment of Learning needs can be defined as gaps in the knowledge that exist between
a desired level of performance and the actual level of performance (Healthcare Education
Association,1985)
• Such gaps exist because of a lack of knowledge, attitude, or skills

Assessment of Learning Needs

1. Identify the learner
2. Choose the right setting
3. Collect data about the learner
4. Collect data from the learner
5. Involve members of the healthcare team
6. Prioritize needs (table 4-3)
7. Determine the availability of educational resources
8. Assess the demands of the organization
9. Take time-management issues into account

Needs are prioritized based on the following criteria:

 Mandatory: Needs that must be learned for survival when the learner’s life or safety is
threatened
 Desirable: Needs that are not life-dependent but are related to well-being
 Possible: Needs for information that are “nice to know” but not essential or required
because they are not directly related to daily activities or the particular situation of the
learner.

Methods to Assess Learning Needs

• Informal conversations
• Structured interviews
• Focus groups
• Self-administered questionnaires
• Tests
• Observations
• Documentation

Assessing the Learning Needs of Nursing Staff

• Written job descriptions
• Formal and informal requests
• Quality assurance reports
• Chart audits
• Rules and regulations
• Knox's Four-Step approach

READINESS TO LEARN

Definition:
Readiness to Learn Can be defined as the time when the learner demonstrates an interest in
learning the information necessary to maintain optimal health or to become more skillful in
the job (Bastable 2010).
 The Four Types of Readiness to Learn Are:

P = Physical readiness
E = Emotional readiness
E = Experiential readiness
K = Knowledge readiness

The Components of Each Type of Readiness to Learn Include:

1. Physical readiness
– measures of ability
– complexity of task
– health status
– gender
– anxiety level
– support system
2. Emotional readiness
- Anxiety level
- Support system
- motivation
- risk-taking behavior
- frame of mind
- developmental stage
3. Experiential readiness
– level of aspiration
– past coping mechanisms
– cultural background
– locus of control
– orientation
4. Knowledge readiness
– present knowledge base
– cognitive ability
– learning disabilities
 LEARNING STYLES
Definition:
Learning styles refers to the way and condition in which learners most efficiently and most
effectively perceive, process, store, and recall what they are attempting to learn (James
&Gardner 1995)

Keefe (1979) defines Learning Style as the way the learners learn, taking into account
cognitive, affective, and physiological factors that affect how learners perceive, interact
with, and respond to the learning environment.

Six Learning Style Principles

• Both the style by which the teacher prefers to teach and the style by which the learner
prefers to learn can be identified.
• Educators need to guard against relying on teaching methods and tools that match their
preferred learning styles.
• Educators are most helpful when they assist learners in identifying and learning through
their own style preferences.
• Learners should have the opportunity to learn through their preferred style.
• Learners should be encouraged to diversify their style preferences.
• Educators can develop specific learning activities that reinforce each modality or style.

Learning Style Models and Instruments

1 Brain Preference Indicator (Right-Brain, Left-Brain, and Whole-Brain)

2 Field-Independent/Field-Dependent
3 Group Embedded Figures Test (GEFT)
4 Environmental Preference Survey (EPS) (Dunn and Dunn Learning Style Inventory)
5 Myers-Briggs Type Indicator (MBTI)
6 Kolb Learning Style Inventory (LSI)
7 4MAT System
8 Gardner’s Eight Types of Intelligence
9 VARK Learning Styles
 Learning Style Instruments
1. Right-Brain/Left-Brain and Whole-Brain Thinking
• Brain Preference Indicator
• The right hemisphere the emotional, visual-spatial, and nonverbal hemisphere
Thinking processes using the right brain are intuitive, subjective, relational, holistic, and
time-free.
 The left hemisphere is the vocal and analytical side

Thinking process using reality-based and logical thinking with verbalization.

 No correct or wrong side of the brain
 Each hemisphere gathers the same sensory information but handles the information
in different ways.
 Knowledge of one’s own brain hemispherical performance can help educators
identify the strengths and weaknesses of various teaching methods.

2. Field-Independent/Field-Dependent
• A Field-Independent Person perceives items as separate or differential from the
surrounding field
• A Field-Dependent Person's perception is influenced by or immersed in the
surrounding field
 3. Embedded Figures Test (GEFT)
• This tool asses the Learner's preference styles for certain environmental causes.
• It Helps the educator structure the learning task and environment
• Helps to assess the extent to which learners can ignore distractions from other persons
• Assesses whether learners see the whole first or the individual parts of a task when learning
occurs.

4. Environment Preference Survey (LSI), Dunn and Dunn’s Learning Style elements
Assess the learner's response to 5 basic Stimuli
 Environmental
 Emotional
 Sociological
 Physical
 Psychological
5. Myers-Briggs Type Indicator

Carl G Jung (1921/1971) developed a theory that explains personality similarities

and differences by identifying attitudes of people (Extraverts & Introverts) along
with opposite mental functions which are the ways people perceive or prefer to take
in and make use of information from the world around them.
According to Myers-Briggs an individual concludes about or becomes aware of
something through a preference for judging or perceiving

6. Kolb Learning Style

 David Kolb, a management expert from Case Western Reserve University, developed his
learning style model in 1970.

Kolb’s Model known as the cycle of learning includes four modes of learning that reflect
two major dimensions; perception and processing.

He hypnotized that learning results from the way learners perceive as well as how they
process what they perceive

Kolb Learning Style

7. 4MAT System
 There is a combination of Kolb’s model combined with right/left brain research.
 There are four types of learners.
 Educators can address all four learning styles by teaching sequentially from type-one
learner to type-two learner, etc.
 The learning sequence is circular and cyclic.
8. Gardner’s Eight Types of Intelligence

9. VARK Learning Style

 VARK is a sensory model and it is an extension of the neuro-linguistic model. In the
acronym VARK,
 V: stands for visual,
 A: For aural,
 R: for read/write and
 K: for kinesthetic.
 According to Fleming (2006), VARK refers to a category of communication preference. It
deals with the way we take in and give out information.

Interpretation of Style Instruments

• Caution must be exercised in assessing styles so that other equally important factors in
learning are not ignored.
• Styles only describe how individuals process stimuli, not how much or how well
 information is learned.
• Style instruments should be selected based on reliability, validity, and the population for
which they will be used.
• More than one learning style instrument should be used to appropriately assess learners.

TODAY ‘S GENERATION OF LEARNERS AND THEIR SKILLS AND ATTRIBUTES

 Digital Natives: Grown up in a digital environment, adept at navigating technology

from a young age.
 Tech Savvy: Comfortable with various digital tools and platforms for learning,
communication, and collaboration.
 Multitasking: Skilled at handling multiple tasks simultaneously, often juggling
between different devices and activities.
 Visual Learners: Prefer learning through visual aids such as videos, infographics,
and interactive content.

 Collaborative: Thrive in group settings, enjoy teamwork, and value collective

problem-solving.

 Critical Thinkers: Analytical and discerning, capable of evaluating information

critically and identifying bias or misinformation.

 Adaptable: Flexible and open to change, quick to learn new skills and adapt to
evolving technologies.

 Creative: Harness creativity to solve problems, think outside the box, and innovate.

 Global Awareness: Culturally sensitive and globally minded, understanding diverse

perspectives and global issues.

 Self-directed Learners: Take initiative in their learning journey, seeking out

resources and opportunities independently.

 Emotionally Intelligent: Aware of their own emotions and those of others, skilled in
managing relationships and conflicts.

 Entrepreneurial: Possess an entrepreneurial mindset, seeking opportunities for

growth and innovation.

 Environmental Consciousness: Conscious of environmental issues and sustainability,

advocating for eco-friendly practices.
  Communication Skills: Effective communicators across various mediums, including
written, verbal, and digital communication.

 Lifelong Learners: Understand the importance of continuous learning and personal

development throughout their lives.

EMOTIONAL INTELLIGENCE OF THE LEARNER

Emotional intelligence (EI) is most often defined as the ability to perceive, use, understand,
manage, and handle emotions. Several models have been developed to measure it.
Emotional Intelligence is all about self-management, self-awareness, and understanding
people around you. The major aspect of emotional intelligence is relationship management.
Definition of Emotional Intelligence
Emotional intelligence has been defined, by Peter Salovey and John Mayer, as “the ability
to monitor one’s own and other people’s emotions, to discriminate between different
emotions and label them appropriately, and to use emotional information to guide thinking
and behavior”. This definition was later broken down and refined into four proposed
abilities: perceiving, using, understanding, and managing emotions.
These abilities are distinct yet related. Emotional intelligence also reflects abilities to join
intelligence, empathy and emotions to enhance thought and understanding of interpersonal
dynamics. However, substantial disagreement exists regarding the definition of EI, with
respect to both terminology and operationalizations. Currently, there are three main models
of EI:
1. Ability model
2. Mixed model (usually subsumed under trait EI)
3. Trait model

Ability Model of Emotional Intelligence

Salovey and Mayer’s conception of EI strives to define EI within the confines of the
standard criteria for new intelligence. Following their continuing research, their initial
definition of EI was revised to “The ability to perceive emotion, integrate emotion to
facilitate thought, understand emotions and to regulate emotions to promote personal
growth.” However, after pursuing further research, their definition of EI evolved into “the
capacity to reason about emotions, and of emotions, to enhance thinking.
The ability-based model views emotions as useful sources of information that help one to
make sense of and navigate the social environment. The model claims that EI includes four
types of abilities:
 1. Perceiving emotions – the ability to detect and decipher emotions in faces, pictures,
voices, and cultural artifacts—including the ability to identify one’s own emotions.
Perceiving emotions represents a basic aspect of emotional intelligence, as it makes
all other processing of emotional information possible.
2. Using emotions – the ability to harness emotions to facilitate various cognitive
activities, such as thinking and problem-solving. The emotionally intelligent person
can capitalize fully upon his or her changing moods in order to best fit the task at
hand.
3. Understanding emotions – the ability to comprehend emotion language and to
appreciate complicated relationships among emotions. For example, understanding
emotions encompasses the ability to be sensitive to slight variations between
emotions, and the ability to recognize and describe how emotions evolve over time.
4. Managing emotions – the ability to regulate emotions in both ourselves and in
others. Therefore, the emotionally intelligent person can harness emotions, even
negative ones, and manage them to achieve intended goals.

Mixed Model of Emotional Intelligence

The model introduced by Daniel Goleman focuses on EI as a wide array of competencies
and skills that drive leadership performance. Goleman’s model outlines five main EI
constructs (for more details see “What Makes A Leader” by Daniel Goleman, best of
Harvard Business Review 1998):
 Self-awareness – the ability to know one’s emotions, strengths, weaknesses, drives,
values and goals and recognize their impact on others while using gut feelings to
guide decisions.
 Self-regulation – involves controlling or redirecting one’s disruptive emotions and
impulses and adapting to changing circumstances.
 Social skill – managing relationships to get along with others
 Empathy – considering other people’s feelings especially when making decisions
 Motivation – being aware of what motivates them.

Trait Models
Konstantinos V. Petrides (“K. V. Petrides”) proposed a conceptual distinction between the
ability-based model and a trait based model of EI and has been developing the latter over
many years in numerous publications. Trait EI is “a constellation of emotional self-
perceptions located at the lower levels of personality.” In layman’s terms, trait EI refers to
an individual’s self-perceptions of their emotional abilities. This definition of EI
 encompasses behavioral dispositions and self-perceived abilities and is measured by self-
report, as opposed to the ability-based model which refers to actual abilities, that have
proven highly resistant to scientific measurement. Trait EI should be investigated within a
personality framework. An alternative label for the same construct is trait emotional self-
efficacy

MOTIVATIONAL FACTORS, PERSONAL FACTORS, ENVIRONMENTAL

FACTORS, AND SUPPORT SYSTEM

Motivational Factors

Identify the factors that motivate the learner

Learning is greatly influenced by seven important factors. They are:
1. Intellectual factors.
2. Learning factors.
3. Physical factors.
4. Mental factor
5. Emotional & social factors.
6. Teacher’s personality.
7. Environmental factors

1. Intellectual factors: The term “intellectual "refers to the individual mental level. Success in
school is generally closely related to the level of the intellect of the learner.
 Learners with low intelligence often encounter serious difficulty in mastering schoolwork.
 Sometimes pupils do not learn because of special intellectual disabilities
 Individuals possess different kinds of intelligence.
 Knowledge of the nature of the pupil’s intellect is of considerable value in diagnosing &
guiding the learner in his learning.

2. Learning Factors: Factors owing to lack of mastery of what has been taught, faulty
methods of work or study, and narrowness of experimental background may affect the
 learning process of any pupil.

3. Physical Factors: Physical factors such as health, physical development, nutrition, visual
and physical defects, and glandular abnormality affect the pupil’s learning. It is generally
accepted that ill health retards physical and motor development, and malnutrition interferes
with learning and physical growth.

4. Mental Factors: Attitude falls under mental factors. Attitudes are made up of organic and
kinesthetic elements. Attitudes play a large part in the mental organization and general
behavior of the individual.

5. Emotional & Social Factors: Emotional factors, such as instincts and emotions, and social
factors, such as cooperation and rivalry, are directly related to a complex psychology of
motivation. A wide variety of emotional tendencies of the individual determines the
individual's various responses to various stimuli.

6. Teacher’s Personality: The teacher as an individual personality is an important element in

terms of the failures and successes of the learner. Teachers’ interaction with the
personalities of the pupils being taught helps to determine the kind of behavior that
emerges from the learning situation. Pupils love a happy, sympathetic, enthusiastic, and
cheerful teacher.

7. A good teacher: Effective teaching and learning are the results of love for the pupils,
sympathy for their interests, tolerance, and a definite capacity for understanding.

8. A factor that affects the efficiency of learning is the condition in which learning takes
place. This includes the classrooms, textbooks, equipment, school supplies, and other
instructional materials.

Other variables that influence learning could be grouped as follows:

1. Individual variables.
2. Task variables.
3. Environmental variables.

1. Individual Variables: Individual variables include learning capabilities, interest, perception,

experience, endurance, personal factors, and ego.
2. Task variables • The various task variables include the objectives of the training,
competence of the trainer, variety of experience, communication, rationality, task overload
& specific interventions.
3. Environmental variables: The environmental variables include space, ambiance, conducive
environment, decorum, ergonomics, amenities, local visits & service quality.

Personal Factors

 Intrinsic motivation: The drive that comes from within, such as personal goals,
passions, and values.

 Self-efficacy: Belief in one's ability to accomplish tasks and overcome challenges.

 Growth mindset: Viewing challenges as opportunities for growth and improvement.

 Positive self-talk: Encouraging oneself and maintaining a positive outlook.

 Goal setting: Establishing clear, achievable objectives to strive for.

Personal Factors

 Intrinsic motivation: The drive that comes from within, such as personal goals,
passions, and values.

 Self-efficacy: Belief in one's ability to accomplish tasks and overcome challenges.

 Growth mindset: Viewing challenges as opportunities for growth and improvement.

 Positive self-talk: Encouraging oneself and maintaining a positive outlook.

 Goal setting: Establishing clear, achievable objectives to strive for.

Support System

 Mentorship: Guidance from experienced individuals who provide advice, feedback,

and encouragement.

• Accountability partners: Collaborating with someone who helps you stay on track
with goals and commitments.

• Coaching: Working with a professional coach to identify strengths, weaknesses, and

strategies for improvement.

 Peer support groups: Connecting with others who share similar goals or
experiences, offering empathy, advice, and motivation.

 Professional networks: Engaging with colleagues and industry peers for knowledge
sharing, collaboration, and support.

CURRICULUM PLANNING

Curriculum

The term curriculum has been derived from the Latin word 'currere' means 'to run', 'to run a
course', or 'the path' that one takes up to achieve the goal. Thus, one can say that the
curriculum is a pathway to achieve the educational goals. Originally, it meant the process
and ways of passing knowledge from one generation to the next. A common understanding
of the curriculum is a program of studies with specified course, leading to an academic
certification, diploma or degree. However, in a broader context curriculum is anything and
everything that teaches a lesson, planned or otherwise.

Pedagogically, the curriculum is the description of course content, learning experiences,

and the course of studies to be taken up by the particular group of students to obtain a
particular degree, diploma, or certification.
The curriculum is one of the most important components of the education system, where
 traditionally it is subject or content-centered, while in the modern era, it is learner or life-
centered. Therefore, it is essential that the curriculum be revised from time to time based
on the needs of the learner, the society, and the nation.

Definition:
The curriculum is defined differently by different authors and there is a lack of consensus
on the meaning of the curriculum. Some of the important definitions of the curriculum are
given below:

Curriculum is a tool in the hands of the artist (teacher) to mold his material (the pupil) in
accordance with his idea in his studio (school). -Cunningham

A systematic arrangement of the total of selected learning experiences planned by the

school or a defined group of students to attain the aims of a particular educational program.
-Florence Nightingale International Foundation

All the educational activities which are planned and guided by the school, whether they are
carried out in groups or individually, inside and outside the school.
-Kerry

A curriculum is the offering of socially and scientifically valued knowledge, skills and
attitudes made available to students through a variety of arrangements during the time they
are at school, college, or university. -Bell

The curriculum includes all the learners' experiences in or outside school that are included
in a program that has been devised to help them developmentally, emotionally, socially,
spiritually, and morally. -Crow and Crow

Thus, a Curriculum is

 A program of studies.

 A course of study.

 That which is taught in educational institutes.

 A set of subjects and the course content.

 A set of performance objectives and learning experiences.

 Everything that is planned by an educational institute.

 A series of experiences undergone by a learner in an educational institute.

 Is everything that goes within the educational institute including extra-curricular activities,
guidance, and interpersonal relationships.

Types of curriculum

It is evident from the ancient Indian literature that human being even learns in the womb
and thereafter It is evident from the ancient family, society, and the formal through which
the leaching in through the life experiences and perspective, the curriculum is everything
through which the learner learns in this universe; thus, the types of curriculum may be the
written curriculum, societal curriculum, phantom curriculum, and concomitant curriculum
and electronic curriculum, etc. The details of each type of curriculum are given below:

 Written curriculum: It is a written format of a curriculum draft, which is prepared by the

specially constituted curriculum committee, and is used as guidelines for providing the
learning experience for a particular group of students. It is also known as the formal
syllabus for a particular program. For example, written curriculum guidelines are prepared
by the curriculum committee of the Indian Nursing Council of the B.Sc. Nursing
programme, which is used the nursing colleges across India.
 Societal curriculum: The societal curriculum is an unwritten form of curriculum, which
informally teaches the learner. For example, a person learns from family, friends,
community, media, religious organizations, etc.
 Hidden curriculum: Each institute has varying structure, organizational design, and
routines in the teaching-learning process and attitude and behavior of teachers and
administrators. Therefore, the learner learns spontaneously many things differently through
the above-mentioned factors when even they are taught with the same written
content/subjects in different schools/colleges or universities. For example, the same written
 curriculum is followed for B.Sc. Nursing in each institute in India but one can observe the
difference in graduate nurses prepared in different nursing institutes because of existing
hidden curriculum in the institutes.
 The null curriculum: Some certain areas/topics are least important to be included in the
written curriculum because of the changing needs and the trends, but teachers somehow
convey the message to the learners that this is not an important topic in the present context
that may indirectly stimulate the learner to learn about this omitted topic in written
curriculum. For example, the inclusion of smallpox in the current curriculum of Indian
medical or nursing courses may not be relevant but a message received from the teacher
that it was a deadly disease of past era that does not exist in the present time may stimulate
the learner to learn about it.

 Phantom curriculum: The people learn many things through the messages prevalent in and
through the exposure to any type of media; especially the culture, and subcultures are
learned through the media. For example, a budding Indian nurse watches a Western nurse
communicating with her clients in a documentary film; she may learn many things from
her through exposure to this form of media.

 Concomitant curriculum: The concomitant curriculum is an unwritten form of curriculum

where the learner learns what is taught or emphasized in the family milieu. The moral and
ethical values and mounded behaviors are learned through family milieu.

 Electronic curriculum: The present era is the era of electronics, where in day-to-day life
every one of us communicate as well as learn through electronic means either in formal or
informal ways. Many of us use internet on regular basis for recreational purposes or for
research or personal information gathering purposes, where we get opportunity to learn
many things. For example, a budding nurse learns about a new emergency drug through a
post made by her friend on Facebook account and so on.

CURRICULUM DESIGN COMPONENTS AND APPROACHES

Main components
 Programme of studies-Languages, behavioral sciences theory.
 Programme of activities experiences in clinical areas.
 Programme of guidance to solve their educational, personal, professional, and vocational
problems.

According to Agnes. S. Robinson (1971) the components of curriculum are

 Philosophy.
 Goals and objectives (behavioral and programme)

 Content.

 Processes.

 Resources, course statement.

 Conceptual framework.

Planning, organization, implementation and evaluation of learning experiences in

classroom, lab, in the community and extra curricular activities.

Components of Nursing Curriculum

The nursing curriculum invariably contains:

a) The statement of the philosophy of educational programme.

b) The statement of the objectives of educational programme.

c) Total duration of the educational programme.

d) Detailed course plan for each course (for eg. Mental health nursing is a course in nursing
educational programme) which spells out the placement of the
course, subject matter, allotted time in terms of theory and practical hours, learning
experience like areas of clinical posting and class by nurse educators or other professional,
teaching and learning methods etc.

e) Programme of evaluation such as type of examinations, various grades according to the

results, percentage meant for internal assessment in the university examinations.

Approaches to curriculum

Approach to curriculum is a design for deciding the various aspects of curriculum

development and transaction. It is a planned or pattern of organization that the teachers
follow in providing learning experiences to the learners.

Activity-Centered Curriculum

Some experts view curriculum "as various forms of activity that are grand expression of
the human spirit and that are of the greatest and most permanent significance to the wide
world". According activity-centred curriculum students, should learn by engaging
themselves in various activities which is desirable and purposeful. It stresses the practical
aspects of life. Emphasis is given on "learning by doing" and "learning by relating to life".
Laboratory work and field work are given more importance. Activity-centred curriculum
may consist of activities such as making a dress, constructing a box, building a miniature
house, etc. The activities become the focus (rather than the fixed content), which are
intended to achieve the pre-stipulated objectives.

Learner Centered Curriculum

In learner-centered curriculum, the learner occupies the central position in the teaching-
learning exercise. Stress is given on the all-round development of the learner. Provision is
made for the varying abilities and interests of learners. They have choices and options to
fulfil their needs and interests. The learner-centered curriculum is based on the
psychological foundations of education. Subject-matter and objectives are identified with
the cooperation of or in collaboration with the learner. Importance is given to the 'process'
of acquiring knowledge or facts, rather than simple acquisition of knowledge. Attempt is
made to orient selection of content and teaching-learning towards every individual child,
based on his/her abilities, interest, aptitude and learning styles.

Integrated Curriculum

Integrated curriculum involves judicious mix of subject-centered, learner-centered and

activity-centered curricula. It enables the students to get a comprehensive view of the
concepts to be learnt. For example, a course like "History of Civilization" may be an
integrated curriculum representing history, literature, art, music, and sociology.

The traditional curriculum is too much formal, fragmented and isolated. As a result, it fails
to give a comprehensive view of life. It does not lead to unity of knowledge. Introduction
of integrated curriculum overcomes such barriers.

CURRICULUM DEVELOPMENT-FACTORS INFLUENCING CURRICULUM

DEVELOPMENT, FACILITATORS AND BARRIERS

CURRICULUM DEVELOPMENT PROCESS

The curriculum development is an ongoing process in each field of education including

nursing education which is a scholarly and creative process to develop and design an
evidence-based, context-relevant and unified curriculum. Curriculum development in
nursing education is generally developed by the regulatory bodies such as Indian Nursing
Council and/or State Nursing Council to ensure the uniformity in minimun standards of
nursing and midwifery education nationally. The curriculum developed at national level
also facilitates the inclusion of national health issues in curriculum and a smooth
movement of nurses from one state to other or even other countries. The curriculum
process includes the following steps

A. Planning

This is the first phase of curriculum development process where issues/needs are identified
for a new curriculum or in the existing curriculum; a curriculum development committee is
identified and data are gathered, analysed and interpreted for need assessment and analysis
for the development of particular curriculum. Through situation analysis, it is assessed that
who will be the students? What will be their preentry level of education? What they have
already learned before admission to particular programme? What will be expected from the
passing out graduates? And ideally what should be taught and which learning experiences
are to be given during the particular course, so that these students develop adequate
knowledge base and skills. In addition, curriculum models are also reviewed by the
curriculum committee so as to decide based on the mission, vision, and philosophies of a
particular course/program and national interests, which curriculum model will be most
suitable for developing the curriculum for the particular program.

The identification and formulation of the curriculum committee is also a crucial decision to
be made during this phase of curriculum development, where it must be ensured that
members chosen for the curriculum committee should be national-level specialists, leaders,
experts, and researchers in the particular discipline, who have a deep understanding of
traditional as well as modern developments in the particular fields and are aware of the
latest curriculum research findings, which are relevant for a particular discipline.

B. Design the content and methods

In this phase of curriculum development, the intended outcomes are stated, the relevant
content is selected and experiential methods are designed. The content of the curriculum is
designed based on present and expected future trends in the healthcare system, morbidity
trends, education system, societal system, available teaching-learning resources, clinical
facilities, and prospective students. Traditionally nursing curriculum had been the subject
and semester-oriented curriculum, but recently many countries have emphasized the
module curriculum, which involves the division of curriculum into units/modules and
where students are assessed at the end of each unit/module through which students earn
specific credits to obtain a particular professional qualification. There are three important
things to be developed in macro curriculum, i.e. program outcomes, content guidelines, and
teaching approaches, and schedules of teaching-learning during the particular program
period. The outcomes or objectives could be the program objectives, level objectives,
course objectives, and unit objectives. There are three basic approaches of curriculum
organization, i.e. organizing the curriculum by content, process, and out- come. The
curriculum could be a pure form of one approach or a mix and match of more than any one
approach of curriculum organization.
• Content-based approach: In this approach of curriculum organization, the focus remains on
the inclusion of fundamental as well as core subjects relevant to a particular discipline. For
example, anatomy, physiology, biochemistry, psychology, and sociology as fundamental
subjects and nursing foundations, medical-surgical nursing, child health nursing, and
mental health ring as core nursing subject. The purpose of this approach is to transmit the
worthwhile body of acuminated knowledge to budding students. The content-based
approach is most widely used education, which the in designing, thed by listing the
relevant content for each subject to be included in the programme.

• Process-based approach: In this approach of curriculum organization, the focus remains

towards the learner's experiences of the world of their discipline. For example, experiences
of nursing, health, disease presented in the form of health problem or case studies. The
purpose of this ap- proach is to provide the learning through real-life learning experiences.
This approach is based on the experiential learning theory where students develop life
skills, such as problem-solving and critical thinking through direct experiences. This is a
suitable approach for the programmes where the professionals have to be prepared in a
limited time frame in which teachers help the students to search the information, analyze
and interpret the problem-solving during the real-life experiences.

• Outcome-based approach: This approach of curriculum organization focuses on

inclusion of expected competencies on the competition of particular module or
course. The purpose of this curriculum organization is developing the abilities of
reflection on problem and abilities to perform the tasks expected from particular
professionals. This approach is very difficult to pin down the content in the terms of
philosophical foundations. However, it proceeds from defining the minimum
standards or outcomes to be achieved by students at the end of particular course or
degree.

a. Criteria for selection of content

The next most important and crucial task in this phase is selection and organization of
content and learn ing experiences. The elements that determine the content and
organization of curriculum are the educa tional philosophy, content, learning experiences,
evaluation and outcome
The following criteria may be kept in mind while selecting the content and learning
experiences for the particular curriculum:

Validity and meaningfulness: The selected content must be meaningful for the particular
programme and it must be duly validated by the experts of the particular disci- pline. The
content also must reflect the scientific thinking and evidence-based practices. The content
must focus towards fundamental knowledge rather than the superfi- cial information; it
mean learning the principles rather than only the facts.

Relevance to the social, economic, occupational, judi- cial, political, technical and
geographic context: The curriculum content must be the socially, economically,
occupationally, judicially, politically, technically and geographically relevant. In 1980s,
World Health Organi- zation (WHO) has recommended community-based curriculum,
where healthcare professionals must be initially placed for community field experience by
the long-term hospital experience, so that they understand community and family dynamics
before understanding the diseases and their management.
A balance between breadth and depth: It is a serious dilemma in each of the course and
discipline that what to teach and how much to teach and what to be left. One school of
thought says that it is better to know everything but other school of thought supports that it
is better to master one area rather than knowing only little about everything. The content-
based approach of curriculum organiza tion supports the ideas of covering everything
though it could be only superficial but the process- based and outcome-based approaches
of curriculum organization support the idea of mastering the one area rather than covering
everything superficially. Therefore, it is essential for the curriculum development experts
to maintain balance between breadth and depth of curriculum content, so that most of the
essential areas are covered and mastery in essential areas is also achieved.

b. Principles for organization of content

It is essential that curriculum is a 'coherent set of course' where there is optimum level of
horizontal as well as vertical relationship of subjects/content, so that a smooth transition
may be ensured from one unit/module to another and one course to another. The following
criteria may be kept in mind while organizing the content and learning experiences for the
particular course:
• Principle of continuity: The content presented in the curriculum must be in continuity, so
that students can experience smoothness in learning the topics. The continuity must be in
terms of complexities, breadth, depth and sophistication required. To maintain the
continuity in the content, the vertical and horizontal strands are used.
• Principle of order: Principle of learning experience referred to the sequencing of the
learning experiences and presentations of concepts. To ensure the principle of order in
content organization, following teaching-learning maximums may be used: Simple to
complex: For example, teaching tables before teaching multiplications.
 Chronological: First including concept and definition followed by the causes,
pathophysiology, clinical manifestation, diagnostics test, treatment and nursing
management.
 Whole to part: Teaching complete healthcare system than teaching each part of system
in detail. Part to whole: Teaching cell, followed by tissue, organs and systems of the
body. Health to illness: Teaching physiology before the pathology.
 Principle of integration: It is essential to organize the content of curriculum, which is
horizontally and vertically integrated to avoid the compartmentalized learning.

C. Implementation

After preparing the final draft of the curriculum, the curriculum is tested and revised. In
this phase, the facilitators are identified and trained, who are going to facilitate the
implementation of the curriculum and finally implement the curriculum in the real field. It
is not easy to implement a new curriculum because of teacher's resistance to accept the
change, lack of acceptance of new responsibilities due to change in curriculum and lack of
knowledge and skill in implementation of new curriculum. The effective implementation of
new curriculum may be ensured through facilitative leadership, training and motivation of
people involved in the change process, creating conducive environment for implemen-
tation of change in curriculum, effective monitoring and support in curriculum
implementation.

D. Evaluation

This is the final phase of the curriculum development in which the evaluation strategies
and methods are identified and they are utilized for evaluation of implemented curriculum.
evaluation is designed to assess logic and coherence of curriculum concepts, design,
implementation and utility; in addition to the fairness, objectivity, comprehensiveness,
credibility, usefulness and effective com- munication may also be assessed. The major
purpose of curriculum evaluation is to ensure the continuous improvement in the
curriculum draft. The curriculum evaluation could be internal versus external, formative
versus summative, holistic versus specific and high stakes versus low stakes. The
evaluation process includes
the following main steps:

1. Defining standards against which evaluation will be done.

2. Collecting the information after implementation of curriculum from different
stakeholders.
3. Analyzing and synthezing the results.
4. Preparing the recommendations for improvement of curriculum.

V. DETERMINANTS OF CURRICULUM/FACTORS INFLUENCING CURRICULUM

DEVELOPMENT

The curriculum development is influenced by many factors, such as educational

psychology, educational philosophies, society, economic status, political will, scientific and
technical development, available resources and capabilities, interest, attitude and abilities
of students. The detail about determinants of curriculum development is given below

Resources
Scientific
and
Economic
technical
status
developm
ent

Determina
nts of
Curriculum
Political
Student
interest

Education
al
Society
Philosoph
ies

Fig.2.2 Determinants of curriculum

 Student: The interest, attitude, abilities and capabilities of the learners are the most
important factors which determine the development of the content in the
curriculum. For example, the curriculum for the anatomy subject will not be similar
for the Auxiliary Nurse Midwifery programme and Bachelor of Science in nursing
programme.

 Educational philosophy: The type of educational philosophy followed for the

development of the curriculum is also the important determining factor for the
curriculum development. For example,the essentialism educational philosophy
supports the outcome-based approach of curriculum development, whereas the
realism and idealism support the content-based approach in curriculum
development.

 Society: The person getting education in any of the discipline ultimately has to go
back and work in the society. So it is essential for the curriculum development
committee to consider the social factor while developing the curriculum. It is
essential to know that what particular society will be expecting from the particular
group, so that content may be designed accordingly.

 Political interest: In any country including India, political will is very important
factor for the success of any of the programme. Therefore, political interest is also
very important determinant of the curriculum development.

 Economic status: Nothing can be possible without the availability of the finance.
Therefore, curriculum development committee should consider the economic factor
as one of the crucial determinant factors for curriculum development.

 Scientific and technical development: Scientific and technical development is the

main driving force behind the development of the any of the field. Thus, scientific
and technical development is also a significant determinant factor for the
curriculum development for the particular discipline.

 Resources: The needs of resources are the paramount important factor in planning,
implantation and evaluation of any programme. Thus, the curriculum development
is also largely depends on the avail- able resources with particular organization,
 institute or country for the success of it. The important resource factors that may
affect the curriculum development are the available teaching-learning
infrastructure, faculty, teaching-learning aids and finance.

Facilitators and barriers

Curriculum development is a rewarding process which enables teachers to have

professional conversations about the intended and taught curriculum. In addition to
supporting student achievement, curriculum development provides educators with the
opportunity to discuss what is essential at other grade levels and in other courses.
My personal experiences with curriculum development and observing the work of teacher
teams in other school systems has led me to identify five barriers to curriculum
development. With proper planning, scheduling and support from school administrators,
each of these barriers can be removed.

Five Barriers to Curriculum Development

1. Time

2. Process

3. Tradition

4. Competition

5. Motivation

Time
The number one concern expressed by teachers and building administrators is a lack of time. In order to develop
and revise curriculum, teachers will need time allocated forprofessional conversations. If teachers have
traditionally worked in isolation, theywill not be able to immediately come to consensus. Teachers
and administrators frequently say, „I wish students had these skills before they entered middle
school.‟ Whenit comes to curriculum development, for many educators, “there is a gap between
the compass and the clock between what‟s deeply important to us and the way we spend our time”
(Covey,
Process
Too often, curriculum development committees focus on completing the product and
deemphasize the process. In defense of teachers, most teachers complete the product because
school administrators have given them a short timeline for creating and implementing the
curriculum (see barrier number one). This occurs on a frequent basis in low-performing schools
where there is an urgency to get results, or as Mike Schmoker's book is titled, Results Now!
According to author Tom Morris (2002), "too many people dream of the results of success and
ignore the process" When educators participate in curriculum development efforts, they often
focus on completing their curriculum map, rather than reflecting on how instruction could be
differentiated or identifying gaps in the written, taught and tested curriculum. When educators
work together to unpack state and national standards, they often complete the task of unpacking
and then look for next year's school or district initiative. It is important to note that a clear focus
on aligning the curriculum and communicating decisions across buildings will create a more
intentional delivery in each classroom. Curriculum development is a process, not a product to
develop and check off on the School Improvement Plan.

Tradition
A barrier to determining what matters most is a reliance on 'tradition', or the way we have
always operated. According to English (2000), “Curriculum design and delivery face one
fundamental problem in schools. When the door is shut and nobody else is around, the
classroom teacher can select and teach just about any curriculum he or she decides is
appropriate"Unless there is a clear vision for curriculum development, teachers will focus
on what they know and what they are comfortable sharing. Curriculum meetings become a
'show and tell', rather than a search for what In an effort to respect traditions, while
removing this barrier, I recommend that educators begin the curriculum development
process with an orientation by unwrapping the standards. One of the best books available
on this topic is Unwrapping the Standards:

A Simple Process to Make Standards Manageable. This process will help teachers focus on
key concepts, key skills and enduring understandings. I cannot overemphasize the need to
begin with unpacking, rather than allowing teachers to work in teams, at their respective
schools, identifying favorite activities, lesson plans, and vendor products.When there is a
lack of focus on the process, teachers tend to focus on completing the product. Time
honored traditions are worth keeping if they support student achievement. One of problems
with curriculum development efforts is that several time honored traditions are serving as a
barrier to quality curriculum development. Competition If teachers have never been asked
to focus on the curriculum with teachers at other grade levels or with teachers in other
schools across the school system, then the lack of norms will be an immediate barrier. The
good news is that this barrier can be easily removed by requiring each team to establish a
set of team norms. DuFour, DuFour, Eaker and Many (2006), addressed the need for team
norms.Team norms allow teachers to engage in professional conversations and crucial
conversations regarding curriculum, instruction and student achievement. The following
resources will support teachers as they begin the curriculum development process. Teams
will face conflict and sometimes conflict can make a curriculum document or the team
members stronger .However, competition among four fifth grade teachers and a different
curriculum in each fifth grade classroom is a barrier to the curriculum development process
and student achievement.

Motivation

School leaders should monitor what matters most. In most schools, teachers are praised for
End-of-Grade high stakes assessment scores. It is rare that a principal or superintendent
praises teachers for their outstanding curriculum development or
curriculum alignment. Teachers learn what matters and they assume that teaching to the
test is more important than reflecting on student understandings and misunderstandings. It
is difficult to remain motivated if curriculum development is a flavor-of-the month
initiative. “All learners benefit from and should receive instruction that reflects clarity
about purposes and priorities of content" (Tomlinson & McTighe, 2006,) If educators
believe this statement is true, then barriers to curriculum development must be removed.
We cannot allow time, process, tradition, competition, or motivation to interfere with the
learning process and student understanding.

WRITING LEARNING OUTCOMES/ BEHAVIORAL OBJECTIVES

A behavioral objective is a learning outcome stated in measurable terms, which gives

direction to the learner’s experience and becomes the basis for student evaluation.

Objectives may vary in several respects. They may be general or specific, concrete or
abstract, cognitive, affective, or psychomotor.
 Cognitive objectives emphasize intellectual outcomes, such as knowledge,
understanding, and thinking skills.
 Affective objectives emphasize feeling and emotion, such as interests, values,
 attitudes, appreciation, and methods of adjustment.
 Psychomotor objectives emphasize motor skills, such as physical assessment skills
and administration of chemotherapy.

Points in writing behavioral objectives:

 Begin each behavioral objective with a verb. The critical aspect of any behavioral
objective is the verb selected to indicate expected behavior from learning activities.
 State each objective in terms of learner performance. A behavioral objective is one
that is considered to be observable and measurable. Behavior is generally construed
to be an action of an individual that can be seen, felt, or heard by another person.

State each objective so that it includes only one general learning outcome.
Examples of objectives

At the graduate level of nursing education, it is expected that learning objectives will be
general, abstract, and cognitive or affective. Examples of appropriate objectives for
graduate students are as follows:

Cognitive: Create an assessment tool based on a nursing theory for patients experiencing
pain.
Cognitive: Evaluate the usefulness of nursing research in clinical practice.
Affective: Accept professional responsibility for change in problem clinical situations.

Examples of Behavioral Objectives

General
The learner will be able to: orally present a new patient's case

Specific
The learner will be able to: orally present a new patient's case in a logical manner,
chronologically developing the present illness, summarizing the pertinent positive and
negative findings as well as the differential diagnosis and plans for further testing and
treatment.

Illustrative verbs for stating specific learning objectives:

 Design Compare Decide
Generalize Predict Defend
Criticize Simplify Evaluate
Modify Synthesize Explain
Analyze Systematize Revise
Appraise Conclude Formulate
Combine Contrast Plan
BASIC PRINCIPLES OF WRITING COURSE PLAN, UNIT PLAN AND LESSON
PLAN

Course planning :
"Course planning refers to planning courses of instruction. It serves as a guide for the
teacher as well as for the students in creating a conducive atmosphere for worthwhile
learning and purposeful activities.

Principles of course planning

1. State the objectives in behavioral terms.

2. Establish a sequence. e.g. In teaching bed making Plans teaching simple open beds
first, admission bed next, post-operative bed, fracture beds, renal beds, etc.
3. The teacher should keep in mind
 What should the students learn from the course?
 What should be the sequence of topics/units?
 How much time is to be allotted?
4. Ensure logical and psychological continuity
5. Organize the course in a student-centered manner.
6. Principle of integration.
7. Give adequate weightage to the core curriculum content.
8. Unity curriculum: merging of closely related subjects to form a particular course in
order to avoid repetition and overlapping.
9. Select a leaming approach that is acceptable to all teachers.
10. Flexibility in selecting teaching-learning methods.
11. Provide variety in modes of learning

Principles for selecting the course content

 Content should contribute to the achievement of the objectives of the particular
 nursing educational program.
 It should be appropriate to the level of that group of students to whom it is to be taught.
 Content should have community orientation.
 It must be sensitive to the changing health needs as well as aspirations of the students.
 Content should have a transcultural perspective.
 It should provide a functional relationship with allied disciplines or professions.
 It must be wide and comprehensive.
 It should provide for continuous learning.
 Content should contribute to the personal and professional development of the students.

Unit plan :
Unit planning may be defined as a comprehensive series of related content and
meaningful educational activities, so developed as to achieve the pupil's purposes, and
provide significant educational experiences that result in appropriate behavioral changes.
The main body of the unit includes the content in the form of sections and sub-sections
each emphasizing points to remember. Some units are long, which require several hours
of study and others are short with few hours of teaching.

Principles of unit planning

1. Principle of comprehensiveness
2. Principle of clarity
3. Principle of systematic presentation
4.Principle of economy in time
5. Principle of unit
6.Principle of interest
7. Principles of development
8.Principles of dynamism
9. Principles of organization

Lesson plan
A Lesson Plan describes how learning is to be organized and facilitated in the classroom
and documents specific plans for teaching.
Principles for Good Lesson Planning
 Aim: the realistic goals for the lesson
 Variety: various activities and materials to ensure high motivation and interest
 Flexibility: more teaching methods and techniques and do not just read your teaching
plan
 Learnability: the planned contents and tasks should be within the learning capability of
the students. doing things that are beyond or below the students' coping ability will
diminish their motivation (Schumann, 1999).
 slightly higher than the present proficiency of the students
 Linkage: the teaching steps should be linked with each other. That is, there should be
coherence.

REVIEW QUESTIONS
Short Notes:
Write short notes on the following:
1.Essential qualities of a teacher
2. Determinants of learning

Long Answers Questions

1. Briefly explain the teaching styles
2. Define curriculum and discuss the development process

Multiple-Choice Questions (MCQs)

1. Which teaching style typically places the responsibility for providing and
controlling the flow of content on the teacher, while expecting the student to
receive the content?
a) Democratic Approach
b) Student-Centered Approach
c) Formal Authority
d) Collaborative Method

2.In which approach of curriculum organization does the focus remain towards the
learner's experiences of the world of their discipline?
a) Process-based approach
 b) Product-based approach
c) Content-based approach
d) Outcome-based approach

3. Which approach of curriculum organization focuses on the inclusion of expected

competencies upon the completion of a particular module or course?
a) Traditional approach
b) Outcome-based approach
c) Subject-based approach
d) Activity-based approach

4. Which type of learners learn best through hands-on experiences and physical activities?
a) Auditory learners
b) Visual learners
c) Kinesthetic learners
d) Tactile learners

5. Which learning style involves processing information internally through introspection

and self-assessment?
a) Active learner
b) Visual learner
c) Reflective learner
d) Auditory learner

Answer of the Multiple-Choice Questions

1.(C), 2. (A),3.(B),4.(C),5.(C)
References

1. Bastable, S. (2014): Nurse As Educator: Principles of Teaching and Learning For Nursing
Practice. 3rd ed Jones and Bartlett Publishers, Sudbury.

2. Gronlund, N. E. (2004). Writing instructional objectives for teaching and assessment(7th ed.).
Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

3. Basvanthappa BT. Nursing education. Jaypee publications. 1st edition 2003;194 -96.

4. Sankaranarayan B, Sindhu B. Learning and teaching nursing.Brainfill publications. 3rd

edition 2009;81-83.

5. Neeraja KP. Textbook of nursing education.jaypee publications.6th edition 2008;182-84.

6. Hedgerken LE. Teaching and learning in schools of nursing: principles and methods.Konark
publications.3rd edition 2004;219-341.
7. Merrill & Merrill, 1994, p. 16). Administrators must create time for teachers to engage in
purposeful work, rather than asking teachers to meet in teams on an annual basis to develop
and revise the curriculum during the summer.
8. https://byjus.com/free-ias-prep/emotional-intelligence/